The emphasis in EFL Reading classes is often put on the production of comprehension rather than the processing skills. It makes the reading activities unpleasant and most of the times have to deal with the low reading comprehension. The present study attempts to maximize the students’ participation by actively involved in extensive reading activities, to find out the strategies they use in the reading process, and to see the students’ perceptions on Extensive Reading in order to enhance their reading comprehension. The participants of the study are 20 students of the English Education Study Program, Faculty of Teachers Training and Educational Sciences, Pakuan University, who were chosen purposively. This study applied qualitative approach with case study method. The data of this study were taken from documentation in the form of the students’ book report and book talk writing and presentation, questionnaire which were distributed to 20 participants, and interview which were conducted to 20 participants. The findings show the factors that maximize the students’ active participation in Extensive Reading activities are reading habit, motivation, and environment. The students use cognitive and metacognitive strategies in the reading process, and they have positive perceptions on Extensive Reading.